This critique is concerned with the validity of three basic assumptions underlying the performance-based teacher education program. These assumptions are 1) The teaching act is the sum of performances into which it is analyzed. 2) The performance unit is a matter of indifference, i.e., the number and character of the performance unit can vary according to the program. 3) The criterion for the product is demonstrated competence in the selected set of training performances. Reasons for questioning the assumptions are based on a brief overview of the didactic, heuristic, and philetic teaching methods. The need for theory and the value of apprentice training are reviewed in order to obtain a full perspective of the problem. Performance-based teacher education will probably produce better "didactic technicians." A program in which laboratory work, clinical teaching, and internship are used to illuminate, exemplify, and utilize theory is suggested in order to produce a highly professional trained teacher. (MJM)

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